FEW DARE CALL IT CONSPIRACY
by Berit Kjos
is not, as some anti-Christian educators and students
contend, the Biblical process of training our
children to love and follow God. The word "brainwashing"
refers to a planned, step-by-step attempt to "wash"
family-taught beliefs from the minds of those who
oppose government ideology.
In America, it would mean replacing the old Biblical
values and world view with a new way of thinking that
would support a totalitarian agenda. In other words,
every child must become a peace
child, a willing and active
servant of a new world order.
A massive worldwide partnership is pioneering new strategies
for social transformation. The media, the entertainment
industry, computer companies, government agencies, educational
institutions, the United Nations and its accredited
non-governmental organizations (NGOs) have all joined
together in a common quest for a global mind change.
They seek solidarity -- a worldwide unity based on a
new set of beliefs and values. "Obsolete"
and "exclusive" loyalties to national sovereignty, Biblical
values, and the unadulterated U.S. Constitution stand
in their way.
Conforming the masses to their way of thinking requires
all the sophisticated tools and tactics developed at
the various "behavioral science research" institutes
and "education laboratories"
established first in England, then in the Soviet Union
and Nazi Germany, and finally in the United States.
If these psycho-social engineers win their battle against
an unsuspecting public, they would "wash" away individual
thinking, free speech and all the other "rights" that
have made America unique. The vacuum would be filled
with lofty ideals, enticing images and deceptive promises
designed to mold minds that match their global vision. Group thinking and other
controls and "incentives" would enforce compliance. (See Mind Control
UN Plan for Your Mental Health)
A familiar tale told to first-graders in Pennsylvania illustrates
both the tactics and the planned transformation
of the world. We all know the story of the Little Red
Hen who wanted some bread to eat. She asked some of
her barnyard friends to help make it. But the cat, the
dog, and the goat all said "no." Finally she did all
the work herself. Yet, when the bread was done and its
fragrance spread throughout the farm, her unwilling
neighbors were more than willing to help her eat it.
"Won't you share with us?" they begged.
"No," she answered. "Since you didn't help, you don't get
In the context of
traditional values, the moral of the story is:
you get what you work for. But those who have learned
to think and see from the new global perspective are
led to another conclusion. Listen to the kinds of questions
the first grade teacher asked her class:
"Why was the Little Red Hen so stingy? Isn't it only right that everyone
gets to eat? Why wouldn't she share what she had with
some who had none?" 
The concerned mother who heard and reported this story asked,
"What kinds of values were the children taught?" The new interpretation emphasizes love
and sharing, but what is missing?
How might it confuse a child's values?
The answers are obvious. The children were taught socialist
values. The new interpretation vilified values that
had motivated Americans to be diligent, responsible
and fair. The teacher's questions were actually strategic
suggestions prompting the group to ridicule traditional
values, to see reality and society from the new politically
correct perspective, and to intimidate and shame anyone
who dared to disagree.
A new mental "framework" is vital to this paradigm shift [see chart]. But to
launch the new system, the old patterns must be blurred
and broken. The educational establishment knows that
children who are fed a daily diet of biblical truth
will resist their plans for change. They also know that
students bombarded with strategic suggestions
and idealized pagan images will probably reject Christianity.
If schools can build the "right" kind of framework or
filter in the minds of children early enough, the new
global beliefs will fit right in. In other words, the
battle for the hearts and minds of America's children
will be won by the side that first trains children to
see reality from its point of view.
This paradigm shift was no mystery to Aldous Huxley,
author of Brave New World. He wrote that education
must provide a mental "framework... within which any
piece of information acquired in later life may find
its proper and significant place." 
In the old days, that mental framework was the
biblical world view. But Huxley, like most of today's
change agents, called for a New Age/global framework.
Like a filter, it blocks facts and ideas that don't
fit, but welcomes input that strengthens the framework
-- especially when communicated through stories and
images that stir the imagination and arouse strong feelings.
feelings, not facts
This shift from factual education to feeling and
experience-based learning began over seventy
years ago. Through the decades, the strategies used
to manipulate minds in the Soviet Union and Nazi Germany
were developed, first at the Tavistock Clinic near London
and later at Germany's Frankfurt Institute
for Social Research. Their mind-bending methods
soon spread to a rising number of psycho-social research
centers in America. They were fine-tuned at Columbia,
Harvard, Stanford and other American universities, at
our regional educational
laboratories and at the Aspen Institute for Humanistic
Studies where Elian Gonzales was remediated in preparation
for his return to a Communist system. (See Elian
More recently, at the 1989 Governor's Conference on Education
chaired by Bill Clinton, Dr. Shirley McCune, then head
of the Mid-Continent Regional Educational Laboratory,
summarized the policy in her keynote speech:
“The revolution… in curriculum is that we no longer are
teaching facts to children…. We no longer see the teaching
of facts and information as the primary outcome
of education.” 
"What will take the place of logic, fact and analysis in the coming age?"
This rhetorical question was raised by Dr. Donald A.
Cowan, president emeritus of the University of Dallas.
His revealing answer exposes an important step toward
the new consensus:
"The central way of thought for this new era will be imagination.... Imagination
will be the active, creative agent of culture, transforming brute materials
to a higher, more knowable state."
easy to see why visionary change agents would prefer
to inspire the imagination rather than teach facts and
logic. Unlike facts and convictions, the imagination
can easily be manipulated. Today's popular books, games
and other forms of edutainment bring all kinds
of suggestions and images that confuse the old ways
of thinking and promote the new values. They twist
facts, turn right and wrong upside down, stir the imagination
with unthinkable suggestions, redefine words, and give
new meanings to old images such as the Little Red Hen.
a Global Spirituality)
Eventually, most students become conditioned to see everything through
the new politically correct mental filter. The sight
of an old social symbol (i.e. flag) or the sound of
an word they have learned to hate (pastor, evil, capitalism,
etc.) can now trigger emotional reactions that cannot
be resolved with facts and logic.
simple example of this process was exposed by a Christian
teacher in Sunnyvale CA. During a public elementary
school assembly, the students sang the words of the
Peacemakers' Planetary Anthem
to the tune of the Star Spangled Banner. This
melody, which has symbolized freedom to those who have
loved America, now became a tactical trigger used to
turn hearts from the old ways to the new vision:
O Say can you see by the
one light in all
A New Age to embrace at
the call of the nations,
Where our children can
play in a world without war
Where we stand hand in
hand in the grace of creation,
Where the rivers run clean
through forests pristine....
Inspiring, isn't it? The mental images behind those words illustrate
the "visioning" part of Outcome-Based Education
(OBE) as well as Total Quality Management
Both use the consensus process
to create the collective consciousness needed for the
new communities and social organizations.
the classroom, this process of change often begins with
planned "visions" that plant vivid but unrealistic goals
into children's minds and emotions.
students must learn to visualize scary images of the
current crisis. The crisis is vital to the process.
It provides the justification for environmental activism,
government control, and unthinkable changes. So, in
stark contrast to the lofty ideal in the song above,
the students must learn to feel the pain of a
dying earth abused by the ruling generation. The colorful
classroom manual on global change, Rescue Mission
Planet Earth, fits the bill. It is full
of scary, sensational pictures and misguided children's
opinions that fire the imagination and fuel anger.
teacher/facilitators turn this anger toward parents
and grandparents who must bear the blame for destroying
our planet. This is important, because -- as in totalitarian
countries around the world -- children must learn to
submit to state-defined values and loyalties -- not
their parents or traditional values.
Rescue Mission Planet Earth, page after
page of pseudo-science and twisted facts prepare
the reader to follow the call to political
action on behalf of the United Nations and
planet Earth. Unless they know the facts,
children and their teachers will have little
resistance to the heart-breaking images of
dying trees, starving children, abused women
and an overcrowded planet drowning in pollution
and rising oceans.
all part of the plan: create and/or publicize a crisis,
vilify the "enemy of the people", then market the pre-planned
global solution to the world -- starting with the children.
As in the former Soviet Union and Nazi Germany, the
school becomes a boot camp for an army of angry and
self-righteous rescuers, ready to argue using their
feelings, not facts, against anything that opposes their
new and narrow idealism. (See
third point in Paradigm
Rescue Mission Planet Earth is nothing less than "the children's
version" of the United Nations' Agenda 21.
Sponsored by UNESCO and other UN agencies and promoted
by the President's Council on Sustainable Development
(see Local Agenda 21),
the propaganda-filled children's book helps create the
needed "gap" between inspiring visions and a perceived
crisis scary enough to evoke strong feelings, change
values and motivate children to government-led social
"We have to re-orient education so that we turn out planetary
carers (sic)," explained David R. Woollcombe
, President of Peace Child International and head of
the Rescue Mission Planet Earth project. He also
serves as Consultant to the Global
Vision Corporation, a massive international NGO (Non-Governmental Organization)
accredited to the UN Commission on Sustainable Development.
Behind the backs of parents around the world, it works
to transform the goals, the methods, the leaders, and
the process of education. "And that," continued Mr.
"...requires, as Agenda 21 said, a re-orientation of education
towards sustainable development. It's a revolution
we're talking about here! It's going to require new
materials, it's going to require much greater involvement
by young people themselves in their own teaching and
education, because actually, adults
don't know as much and don't care as much about
the environment as many young people do. And it's
going to require a much better sort of facultative
education, where teacher and students together are
on this exploratory journey about how you can
square the circle between economic growth and prosperity...."
Before you dismiss Global Vision's power and influence,
consider a few of its partners and sponsors. They include
UN agencies such as the United Nations Environment Programme
(UNEP), the United Nations Development Programme (UNDP),
the United Nations Children's Fund (UNICEF), the United
Nations Educational, Scientific and Cultural Organization
(UNESCO), the United Nations Population Fund (UNFPA),
the World Health Organization (WHO), the UN Centre for
Human Settlements and the UN Centre for Human Rights.
It also includes numerous foundations, environmental groups,
educational institutions, and media and corporate giants
such as the European Broadcasting Union (EBU), Princeton
University Centre of International Studies, Columbia
University Department of Religion, Mystic Fire
Video, Apple Computer, Sun Microsystems, The Image Bank,
Bell Labs, Robert
Muller, Noel Brown, Federico Mayor, Nafis Sadik,
Maurice and Hanne Strong (See
World Heritage "Protection?"),
Gro Harlem Brundtland (Head
of The World
the Dalai Lama, and movie moguls Bernardo Bertolucci
and Martin Scorsese. All have joined their talents and
resources in a common pursuit of the global consciousness
envisioned by the United Nations.
A "new way of
President Clinton’s Council on Sustainable
Development took a big step toward that global vision.
It met with an influential group of like-minded
change agents at the Presidio –
the former army base in San Francisco that now houses
the Gorbachev Foundation USA and dozens of other UN-related
organizations. Its partners included the
UN Environmental Programme, the EPA, the U.S. Departments
of Education, Labor, State and Energy, the Council of
Chief State School Officers, the American Federation
of Teachers, Stanford, Colombia and other major universities,
the Sierra Club... and the organizers of the Rescue
Mission Planet Earth project.
Their joint report, “Education for Sustainability,” became
a model for sustainable education. Quoting David Orr, author of Earth in Mind, it states,
"One result [of formal] education is that students graduate
without knowing how to think in whole systems,
how to find connections, how to ask big questions,
and how to separate the trivial from the important.
Now more than ever, however, we need people who think
broadly and who understand systems, connections,
patterns and root causes." emphasis added
"Root causes" involve far
more than ecology. Anything that blocks the general
acceptance of the new global ideology is suspect and
must be challenged. Traditional beliefs and values rank
high on the list of villains to their vision of peace.
For example, an international "Declaration
on Tolerance," prepared by UNESCO and signed by
its member nations, shows one of the major "root causes:"
- "Tolerance involves the
rejection of dogmatism and absolutism."
- "Scientific studies and
networking should be undertaken to coordinate the
international community's response to this global
challenge, including analysis of root causes and
effective countermeasures, as well as research
and monitoring... "
- "Promote rational tolerance
teaching methods that will address the cultural, social,
economic, political and religious sources of intolerance--
major roots of violence and exclusion."
The earlier statement from Education for Sustainability
stressed the "need" for "people who think broadly
and who understand systems, connections,
patterns and root causes" from a predetermined perspective.
This kind of thinking is -- and always have been --
crucial to brainwashing in totalitarian regimes with
a global mission.
A basic goal
of UNESCO’s worldwide program for "lifelong learning"
was summarized in Our Creative Diversity, the
1995 book-sized report from the UN Commission on Culture
and Development. Published by UNESCO, it tells us that,
challenge to humanity is to adopt new
ways of thinking, new
ways of acting, new ways of organizing itself in society,
in short, new ways of living." 
"new way of thinking" has become the standard for mental
health in America. (See The UN Plan
for Your Mental Health) As
head of the Department of Health and Human Services,
Donna Shalala helped organize The National Mental Health
Services Knowledge Exchange Network. Ponder its definition
for mental health:
"Mental health refers to
how a person thinks, feels, and acts
when faced with life's situations. It is how people
look at themselves, their lives, and the other people
in their lives ...and explore choices." 
Do you wonder what Dr. Shalala
and her network of health planners would consider good
thinking? Or bad thinking? This definition doesn't tell
us. But Al Gore's 1992 best-seller, Earth in the Balance,
helps answer the question:
fifth major goal of the Global Marshall Plan should
be . . . to organize a
worldwide education program to promote a more complete
understanding of the crisis. In the process, we should
actively search for ways to promote a new way of thinking
about the current
relationship between human civilization and the earth." 
Vice-President Gore was referring
to an environmental crisis with psychological overtones.
As we pointed out in the article on Al
Gore's Vision of Global Salvation, he has diagnosed
our basic social problem in America and suggested a
feel increasingly distant from our roots in the earth...we
lost our feeling of connectedness to the rest of nature."
and diversity of our religious tradition throughout
history is a spiritual resource long ignored by people
of faith, who are often afraid to open their minds
to teachings first offered outside their own system
of belief. But the emergence of a civilization
in which knowledge moves freely and almost instantaneously
throughout the world has. . . spurred a renewed investigation
of the wisdom distilled by all faiths. This
may prove especially important where our global civilization's
responsibility for the earth is concerned."  emphasis added
Al Gore's "panreligious perspective"
has helped lay the foundation for a global environmental
ethic. His vision of a "world education program" is
nearing reality. It fits right into the United Nations'
education system. This "seamless system" of partnerships
and governmental agencies around the world has two main
In other words, people must
learn "to look at themselves" as part of the collective
society, not as individuals. Their sense of worth must
be based on participation in the community and compliance
with the new ideology, not on individual beliefs or
independent choices. A continual barrage of classroom
"assessments" and surveys must test and track how children
and their parents think, "explore choices" and draw
To win this
battle for the minds of the world, the United Nations
and its powerful partners have agreed to put aside integrity
and employ any possible means to reach their end. But they must still must
operate according to guidelines that demand, at least,
a perception of the consent of the masses. Therefore,
the means to their end must be both subtle and deceptive,
employing all the skills and strategies proven successful
in the totalitarian countries of the 20th century. Al
Gore summarized the attitude behind this global agenda
a central organizing principle – one agreed to voluntarily
– means embarking on an all-out effort to use every
policy and program, every law and institution, every
treaty and alliance, every tactic and strategy,
every plan and course of action – to use, in short,
every means to halt the destruction of the
environment. . . . Minor shifts in policy, moderate
improvement in laws and regulations, rhetoric offered
in lieu of genuine change—these are all forms of appeasement,
designed to satisfy the public’s desire to believe
that sacrifice, struggle and a wrenching transformation
of society will not be necessary."  Emphasis added
have already shown us that
Al Gore's words, "every tactic and strategy..." includes compromise, lies, deception,
and propaganda. Where Biblical values have been dismissed
as obsolete, these tactics seem are perfectly acceptable
to those who lead this spiritual and psychological war
for control of the masses. The UN, with help from the
Clinton-Gore administration, have already re-invented
the concept of government. Its new global management
system would be based on its principle of sustainable
development or rather, the 3 E's: Environment, Economy
and Equity. It means using a grossly exaggerated view
of the environmental "crisis" to re-educate
the masses, persuading them to accept totalitarian tactics
for redistributing the world's economic resources and creating socialist equality. (See
Local Agenda 21-
The U.N. Plan for Your Community).
Take a look at the envisioned
world of the 21st century:
Based on Bible
Blend of New Age & earth-centered religions
Based on the Bible
(absolute, unchangeable truth)
Based on human idealism
(easy to manipulate)
By the people
By those who control
The masses would be controlled
through the Hegelian dialectic (consensus) process
by globalist leaders who would view the world through
the new filter of globalism. Polls, propaganda, simple
slogans, and continual conflicts would be essential
to its success. In fact, the greater the perceived crisis,
the faster the leader can assume the coveted political
powers that true freedom forbids. President Clinton
has already mastered these totalitarian strategies,
as Mikhail Gorbachev suggested in a 1993 editorial:
"Bill Clinton will be a
great president if he can make America the creator
of a new world order based on consensus."
Remember, consensus demands
a felt crisis, and today's moral crisis -- created by
trading moral boundaries for sensual freedom -- serves
the purpose well. The absence of absolute boundaries
leads to social chaos which, in turn, calls for social
controls that would have been unthinkable under the
old paradigm. In other words, the official promotion
of sensual indulgence serves a political purpose. Aldous Huxley summarized it well in Brave
"As political and economic
freedom... diminishes, sexual freedom tends compensatingly
to increase. And the dictator... will do well to encourage
that freedom. In conjunction with the freedom to
daydream under the influence of dope, movies and the
radio, it will help to reconcile his subjects to the
Psalm 2 fit our times:
Why do the nations rage and the people
plot a vain thing?
The kings of the earth set themselves,
and the rulers take counsel together,
Against the Lord and against His Anointed,
"Let us break Their bonds in pieces and
cast away Their cords from us."
He who sits in the heavens shall laugh....
Then He shall speak to them in His wrath
And distress them in His deep displeasure:
"Yet I have set My King on My holy hill
of Zion." ....
Blessed are all those who put
their trust in Him.
 Raymond Houghton, To Nurture Humaneness: Commitment for
the '70's (The Association for Supervision and Curriculum
Development of the NEA, 1970)
 Sustainable America: A New Consensus, The 1996 Report from
the President's Council on Sustainable Development,
page 70, one of over 150 similar national councils implementing
Agenda 21 under
the direction of the UN Commission on Sustainable Development.
 The Soviet Art of Brainwashing:
A Synthesis of the Russian Textbook on Psychopolitics, pages 19-20. Edited
by the late Kenneth Goff, a former member of the communist
Party, USA, who voluntarily testified before the Un-American
Committee in Washington DC in 1939. His testimony can
be found in Volume 9 of that year's Congressional Record. A
friend of mine knew him and respected him greatly for
his integrity and courage -- the willingness to risk
his life to expose this agenda.
 Sustainable America (The President's
Council on Sustainable Development, 1996); page 70.
 This story was included in the first grade curriculum
in New Pittsburgh, PA. The story was also told--using
the new paradigm context--at a parents' meeting explaining
Character Education. Anita Hoge, formerly a Pennsylvania
mother and researcher, reported the story to me.
Quina, "Aldous Huxley's Integrated Curriculum," Holistic Education Journal (December
At the time of her 1989 keynote speech, Shirley McCune
presided over the Mid-Continent Regional Educational
Laboratory (McREL). The
Regional Educational Laboratories are private, non-profit
corporations which are funded, in whole or in part,
under Title IV of the Elementary and Secondary Education
Act of 1965. Each lab operates under a contract with
the Division of Educational Laboratories, Bureau of
Research, U.S. Office of Education.
at a 1988 forum address at the Dallas Institute of Humanities
and Culture. This address formed the nucleus for his
book Unbinding Prometheus: Education for the Coming
for Sustainability: An agenda for action, the report
from the "National Forum on Partnerships Supporting
Education about the Environment," a demonstration project
of the President's council on Sustainable Development,
held at the Presidio, San Francisco, in the fall of
1994, page 11.
Creative Diversity, UNESCO, 1995, p.11.
 The National Mental Health Services Knowledge Exchange
Network (KEN) at http://www.mentalhealth.org/child/Wefsk4.htm
 Al Gore, Earth
in the Balance--Ecology and the Human Spirit (Boston:
Houghton Mifflin Company, 1992), page 355.
 Ibid., page 274.
 Mikhail Gorbachev, “New World Order: Consensus,”
The Cape Cod
Times, January 28, 1993.
 Aldous Huxley, Brave New World (New York:
HarperCollins, 1932), page